Year 3 OAA Lesson 5

Learning Intentions

  1. Identify what they need to do to complete a challenge
  2. Participate safely considering others
  3. Confidently work closely with others

Success Criteria

  1. I can decide what I need to do to help the team complete the challenge
  2. I can work safely considering others
  3. I can work closely with others and trust them

National Curriculum Links

Enjoy communicating with others

Literacy and Numeracy Links

L Recognise and replicate letters by self and with others
N Keeping track of the score in competitive activities

Starter Activity

Human Alphabet 

Pupils move around the playing area, e.g. jogging, side steps. Initially, pupils should work individually to replicate a letter called out by the teacher. Start with simple letters such o, h, s. Children can perform the shape of the letter standing or lying on the floor, which every way allows them to represent the letter best. Once pupils have got the idea, they can then perform letters on command in pairs or small groups. Extension: Groups pupils in 4s or 5s and ask them to spell simple 2 and 3 letter words

Activity 1

Elephant tails

  • Initially set pupils into small groups of 3/4
  • Pupils placer one hand between their legs and the person behind them holds their hand, and the other hand goes through their legs and so on
  • Once the pupils have got the hang of moving as a group and if appropriate make it competitive with teams racing each other

Extension: Increase the size of the groups by joining two groups together. Increase the group size until you have two large groups; again if appropriate make competitive.

Activity 2

Over under
The aim of the game is for a team to win by completing the challenges in the fastest time possible

  • Group pupils into teams of 5/6
  • Pupils should stand one behind the other with an arm’s length distance between each pupil
  • The player at the front starts with the ball they pass it over their head to the next person who passes it over their head to the next person and so on
  • When the ball reaches the last player, they run to the front of the line with the ball and the rest of the team shuffle back
  • The winning team is the team that has their first player back at the front first

Extension: Pass the ball through the legs; alternately pass the ball over then under; rotate at the waist and pass sideways, introduce a small ball or bean bag so passes need to be more accurate

Activity 3

Pass the hoop

  • Bring the whole class together in a circle in the middle of the playing area
  • All pupils hold hands
  • Place a hoop on one pupil’s arm and relink hands
  • The hoop has to make its way around the circle without the pupils breaking the link or using their fingers/hands to manipulate the movement of the hoop

Extension: Add in another hoop on the opposite side of the circle, can the group get one hoop to catch up with the other? Split the class into smaller teams and turn in to a competitive game, can they beat the other teams getting their hoop back to the start first

User Information / School Name: / Postcode:
User Information / School Name: / Postcode:

Teaching Points

  • Alphabet game: encourage pupils to extend limbs so the shape/characteristics of the letters are clearly defined
  • Over under: Pupils must know where they are in the line and keep focused so they don’t miss their turn, even when they don’t have the ball they should know exactly where it is
  • Pass the hoop: Encourage pupils to communicate the best way for them to receive/pass the hoop to the next person in the circle

Key Questions

  1. What skills did you need to use across all 3 activities?
  2. Can you give an example of a ‘real life’ situation in which communicating effectively with others will help you?

Year 3 OAA Lesson 5

Chevron Icon

Learning Intentions

  1. Identify what they need to do to complete a challenge
  2. Participate safely considering others
  3. Confidently work closely with others
Chevron Icon

Success Criteria

  1. I can decide what I need to do to help the team complete the challenge
  2. I can work safely considering others
  3. I can work closely with others and trust them
Chevron Icon

National Curriculum Links

Enjoy communicating with others

Chevron Icon

Literacy and Numeracy Links

L Recognise and replicate letters by self and with others
N Keeping track of the score in competitive activities

Year 3 OAA Lesson 5

Chevron Icon

Starter Activity

Human Alphabet 

Pupils move around the playing area, e.g. jogging, side steps. Initially, pupils should work individually to replicate a letter called out by the teacher. Start with simple letters such o, h, s. Children can perform the shape of the letter standing or lying on the floor, which every way allows them to represent the letter best. Once pupils have got the idea, they can then perform letters on command in pairs or small groups. Extension: Groups pupils in 4s or 5s and ask them to spell simple 2 and 3 letter words

Chevron Icon

Activity 1

Elephant tails

  • Initially set pupils into small groups of 3/4
  • Pupils placer one hand between their legs and the person behind them holds their hand, and the other hand goes through their legs and so on
  • Once the pupils have got the hang of moving as a group and if appropriate make it competitive with teams racing each other

Extension: Increase the size of the groups by joining two groups together. Increase the group size until you have two large groups; again if appropriate make competitive.

Chevron Icon

Activity 2

Over under
The aim of the game is for a team to win by completing the challenges in the fastest time possible

  • Group pupils into teams of 5/6
  • Pupils should stand one behind the other with an arm’s length distance between each pupil
  • The player at the front starts with the ball they pass it over their head to the next person who passes it over their head to the next person and so on
  • When the ball reaches the last player, they run to the front of the line with the ball and the rest of the team shuffle back
  • The winning team is the team that has their first player back at the front first

Extension: Pass the ball through the legs; alternately pass the ball over then under; rotate at the waist and pass sideways, introduce a small ball or bean bag so passes need to be more accurate

Chevron Icon

Activity 3

Pass the hoop

  • Bring the whole class together in a circle in the middle of the playing area
  • All pupils hold hands
  • Place a hoop on one pupil’s arm and relink hands
  • The hoop has to make its way around the circle without the pupils breaking the link or using their fingers/hands to manipulate the movement of the hoop

Extension: Add in another hoop on the opposite side of the circle, can the group get one hoop to catch up with the other? Split the class into smaller teams and turn in to a competitive game, can they beat the other teams getting their hoop back to the start first

User Information

School Name:
Postcode:

Teaching Points

  • Alphabet game: encourage pupils to extend limbs so the shape/characteristics of the letters are clearly defined
  • Over under: Pupils must know where they are in the line and keep focused so they don’t miss their turn, even when they don’t have the ball they should know exactly where it is
  • Pass the hoop: Encourage pupils to communicate the best way for them to receive/pass the hoop to the next person in the circle

Key Questions

  1. What skills did you need to use across all 3 activities?
  2. Can you give an example of a ‘real life’ situation in which communicating effectively with others will help you?